Howard, Kathryn M

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2007 - 20082
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  • Publication
    Temporal Landscapes of Morality in Narrative: Student Evaluation in a Thai Parent-Teacher Conference
    (2007-08-31) Howard, Kathryn M
    As many scholars have noted, narrative is a primordial human tool for making sense of life experience (Brockmeier, 2000, Ochs & Capps, 2001). While often described as a mode of relating experience that organizes events along temporal dimensions, research has also shown how participants in narrative activity explore the experiential logic of events by theorizing and evaluating the causes, consequences, responses and attempts to deal with problematic or unexpected situations (Ochs et al, 1992, Stein & Glenn, 1979). This paper explores how educators and parents evaluate the moral identity of a problematic student through narrative activity in a Thai parent-teacher conference. Drawing on Taylor’s (1989) conceptualization of “the good” as a moral space of questions within which modern persons orient themselves, the paper extends Taylor’s metaphor of orienting persons in moral space to orienting them in time. Focusing in particular on the use of tense, aspect and modality in temporal perspective taking (Andersen, 1997), the analysis focuses on how narrators discursively configure an ideal moral landscape which narrated persons are temporally positioned within-- as having realized or having failed to realize "the good".
  • Publication
    Review of Norma González, Luis C. Moll, Cathy Amanti (eds.), Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms
    (2008-11-05) Howard, Kathryn M; Lipinoga, Sara
    This quote, which opens Chapter 2 of González et al.'s edited collection targeted at teachers and their educators, captures both the spirit and the promise of this volume on Funds of Knowledge research. Many readers are likely familiar with this research tradition, which invites educators outside the walls of the classroom to encounter the rich and varied cultural resources within their students' communities in order to foster educators' understanding of these resources as strengths rather than as cultural or cognitive deficits. The authors of these pieces are teachers, teacher educators and researchers, who explore their personal and professional journeys as they, in Bateson's (2000: 81) words, 'crossed the lines of strangeness' during this multi-year, multi-sited ethnographic project documenting and theorising their students' cultural histories and practices, and seeking ways to incorporate those cultural resources into their classrooms.